Abstract-In this paper we investigate collaborative learning that takes place in a city with the support of mobile and wireless technology. Based on a literature review, we identify and discuss four main roles that technology can play in supporting (1) performance of shared tasks, (2) social networking, (3) active participation, and (4) visibility of learning. We claim that the full potential of new technology emerges by supporting learning that comes from exploration, interaction, and serendipity. Realizing this potential raises a number of technical challenges that are still largely unexplored. In particular, we claim that there is a need to move from applications design to a serviceoriented infrastructure that eases the development and adaptation of applications for multiple and interleaved learning experiences. Services that are common across different learning scenarios and can be used as building blocks need to be identified. The aforementioned roles are the first step towards this direction.

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Abstract:Time pressure and quality issues represent important challenges for those who develop web-based systems. The ability to analyze a system's quality and implement improvements early in the development life cycle is of great practical important. For our study we have considered robustness as a critical quality issue. Our objective is to propose a general framework for conducting robustness analysis of web-based systems at an early stage of software development, providing a tool for evaluating failure impact severity and supporting trade-off decisions during the development process. The framework makes use of Jacobson's analysis method to decompose a system in its functional components, Failure Modes and Effects Analysis to identify all failure modes that characterize each component, and Bayesian Belief networks to deal with failure causeeffect relationships and evaluate the uncertainty of their impact.

This paper discusses the role context plays in promoting engagement and exploration in situated learning experiences during field trips. We look at field trips where children engage with the physical and social environment in order to learn about cultural and social aspects of the city they live in. By drawing on empirical data collected by means of qualitative methods, we discuss how learning unfolds along trajectories of experience towards pre-defined and emerging learning objectives. We reflect of the role technology can play in supporting learning experiences outside the classroom.